How principal leadership and person-job fit are associated with teacher mobility and attrition

Player, Daniel; Youngs, Peter; Perrone, Frank; Grogan, Erin

doi:10.1016/j.tate.2017.06.017

Cited by 86 publications

(68 citation statements)

References 36 publications

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“…The extent to which principals emphasize fit, or how well an applicant is compatible with the organization, group, or job, is an important consideration of principals' preferences. Studies show principals look for fit in dynamic ways, often preferring applicants who match the norms and values of the school or those familiar with the school and neighborhood context (Cannata & Engel, 2012;Ingle et al, 2011;Perrone & Eddy-Spicer, 2019;Player et al, 2017). Studies suggest these preferences for environmental fit are logical given evidence indicating that local familiarity may increase job embeddedness and minimize possibilities of teacher departure (Engel & Cannata, 2015).…”

Section: Hiring Preferencesmentioning

confidence: 99%

“…Situating sensemaking within particular school contexts, and especially those at the margins, highlights a critical turn to Weick's (1995) sensemaking framework to include the contextual and structural factors that may enable or constrain how sensemaking is enacted (Mills et al, 2010). Indeed, the uneven and inequitable impact of teacher shortages in some school contexts has prompted stronger emphasis on context-specific approaches to hiring that more accurately help school leaders make sense of which new hires are good matches for the organization (Harris et al, 2010;Player et al, 2017). To further conceptualize organizational match, I discuss notions of fit as intricately connected to sensemaking in the hiring processes.…”

Section: Sensemakingmentioning

confidence: 99%

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Tensions Between What Principals Know and Do: The Role of Labor Market Conditions on Teacher Recruitment and Hiring

Castro

2020

Leadership and Policy in Schools

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Teacher hiring is a critical lever for improving school outcomes. However, the availability of supply is a significant barrier that affects principals' processes for teacher staffing. Drawing on sensemaking theory and concepts of fit, this study investigates how principals make sense of recruitment and hiring in a local labor market with severe teacher shortages. Findings illustrate labor market conditions constrained principals' attempts to hire strategically and shaped new practices and hiring behaviors. By presenting a conceptualization of these hiring arrangements-strategic, creative, and transactional hiring-this study reveals the micro-negotiations principals make when recruiting and hiring in teacher shortage environments. Teacher hiring is one of several key organizational tasks proven to be a significant predictor of school accountability performance and teacher satisfaction (Grissom & Loeb, 2011). As a critical lever for improving human capital within schools (Donaldson, 2013; Tamir, 2019), some have argued that teacher hiring is "the single most important task of a principal" (Mason & Schroeder, 2010, p. 18). Teacher hiring is a multifaceted process of recruiting, screening, and selecting the best candidate for the school environment (Engel & Curran, 2016; Harris et al., 2010; Jabbar, 2018). How principals go about this process is the focus of a growing body of research. Studies explore the kinds of tools principals use, principals' perceptions of applicant fit, specific screening and selection procedures across schools (i.e., charter or traditional public schools) and school levels, as well as the impact of policy accountability on principals' conceptualization of teacher quality (

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Section: Hiring Preferencesmentioning

confidence: 99%

Section: Sensemakingmentioning

confidence: 99%

Tensions Between What Principals Know and Do: The Role of Labor Market Conditions on Teacher Recruitment and Hiring

Castro

2020

Leadership and Policy in Schools

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“…Much research supports the notion that authentic relationships with peers and supervisors reduce turnover and inure early-career teachers in otherwise challenging work environments (Lau et. al., 2007;Player, Youngs, Perrone, & Grogan, 2017;Weiqi, C., 2007).…”

Section: The Positionality: Leadership and Motivation Theory: Hr Beyomentioning

confidence: 99%

Human Resources Special Education Teacher Recruitment

Galloway¹

2020

JTLPS

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This paper seeks to analyze the implementation process of a Grow-Your-Own (GYO) model to address Special Education certified teacher recruitment and retention. Though routed in California, the needs articulated here are generalizable throughout the U.S. It addresses Human Resources managers who may seek to implement a GYO model for teacher recruitment at the site level. By leveraging national and state data bases, well-respected research, and several qualitative interviews with those currently overseeing a GYO model, it answers: a) what persistent gaps in Special Education teacher pipelines and equity outcomes currently exist, b) why GYO models meet these unique challenges, and c) how Leader-Member Exchange Theory can aid implementation of GYO modeling at the site level. The author concludes with several key recommendations for districts, and specifically HR managers among them: 1) Recognize the need for long-term planning and conduct needs analysis with current staff. 2) Develop capacity through culture and strategic partnering including grant funds seeking, and 3) shadow current successful programs.

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“…There are some studies that have found no impact of compensation on retention (e.g., Cowen & Winters, 2013;Hancock & Scherff, 2010), but salary is generally considered to be an important factor influencing teacher recruitment and retention. In addition, a large number of non-monetary factors have been found to influence teacher recruitment and retention, such as professional development (e.g., Elfers, Plecki, & Knapp, 2006;Ingersoll & May, 2012), administrator support (e.g., Ado, 2013;Cannata, 2010), class size (e.g., Horng, 2009;Lankford et al, 2002), student demographic factors (e.g., Feng, 2010;Guarino, Brown, & Wyse, 2011), organizational fit (e.g., Cannata, 2010;Player, Youngs, Perrone, & Grogan, 2017), curricular autonomy (e.g., Bunn & Wake, 2015;Ingersoll & May, 2012), and others.…”

Section: Review Of the Literaturementioning

confidence: 99%

Quantifying the value teachers place on non-monetary factors when evaluating job opportunities

Gunther

2019

EPAA

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The way in which working conditions, personal characteristics, and school factors influence teacher recruitment and retention is an oft-studied topic in the field of education finance and policy. Through decades of research, it has become increasingly clear that teachers respond to a set of monetary and non-monetary factors when making decisions in the teacher labor market. What is less clear is the relative or absolute value teachers place on factors such as salary, student demographic factors, school conditions, and other working conditions such as class size, curricular autonomy, and principal support, to name a few. This project introduces the use of a novel survey methodology to the field to aim to answer these questions. This study utilizes Adaptive Choice-Based Conjoint (ACBC) analysis to quantify the relative importance of various monetary and non-monetary job factors to practicing teachers as they consider the desirability of various hypothetical schools. The use of ACBC in an estimate of the value placed on various working condition factors by secondary teachers in Utah and an analysis of how those valuations vary with personal and demographic factors. The results of this research provide practical recommendations for administrators and policymakers that aim to make schools more desirable for teachers and demonstrates the use of a novel methodology to answer outstanding questions in the field of teacher recruitment and retention.

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How principal leadership and person-job fit are associated with teacher mobility and attrition

Cited by 86 publications

References 36 publications

Tensions Between What Principals Know and Do: The Role of Labor Market Conditions on Teacher Recruitment and Hiring

Tensions Between What Principals Know and Do: The Role of Labor Market Conditions on Teacher Recruitment and Hiring

Human Resources Special Education Teacher Recruitment

Quantifying the value teachers place on non-monetary factors when evaluating job opportunities

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